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1) Show evidence of core components of academic/literacy skills.

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1) Show evidence of core components of academic/literacy skills.



Academic Skills

Spring 2017

Assignment Brief

Handout: [Time (am/pm), Date Month Year]

Deadline for Submission: 2pm Thursday April 27th (provisional)

Submit this coursework through the Student Portal


An Academic Portfolio consisting of:

Section 1: Portfolio tasks

Section 2: A subject specific academic report or essay (900 words +/- 10%) and a reflective summary (300 words +/- 10%)

Learning outcomes assessed:

1)    Show evidence of core components of academic/ literacy skills.

2)    Apply critical thought to a range of tasks and do so with minimal external guidance in particular situations.

3)    To reflect, analyse and discuss strengths, weaknesses and opportunities personally and academically.

4)    Use appropriate technologies to facilitate the completion of self-analysis/reflection

Coursework Instructions

Please read carefully

  • Carefully read the module handbook, the marking criteria and the grade descriptors.

Academic Misconduct

You are responsible for ensuring you understand the policy and regulations about academic misconduct.  You must:

  • Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person.
  • Make sure all sentences or passages quoted from other people’s work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page.



Portfolio 100%


Academic skills is a core module designed to equip students with the skills necessary to succeed in both an academic and professional environment.

Over ten weeks students attend 10 lectures and 10 tutorial sessions. Lectures will be run by the Language and Skills department and will cover the core components of academic/ literacy skills. Tutorials will be led by subject lecturers who will support students in their development of academic skills within the context of their degree.

To complete tasks, students will work both as part of a group in order to address an assignment brief, brainstorm ideas, understand texts and conduct research. Students will also work individually to develop their writing and presentation skills.

The portfolio is a live document consisting of the following tasks:  


Table of Contents




Section 1: Portfolio Evidence

(These tasks will be drafted in class and are designed to inform the written tasks in section 2;

Suggested word counts are included in brackets where appropriate.)



Self-evaluation checklist


LO 3 & 4


Personal SWOT analysis (suggested word count: 200 words)


LO 3 & 4


Primary research: (Quantitative) data analysis (suggested word count: 300 words)


LO 1 & 2


Evaluating sources and referencing (suggested word count 150 words)


LO 1 & 2


Synthesising and in-text citations (suggested word count: 250 words)


LO 1 & 2


Structuring your writing (including examples and evidence)


LO 1 & 2


Presenting your assignment (include screen shot)


LO 1


Editing and proof reading your portfolio: using the marking criteria to get a first!


LO 1 & 3


Post-presentation reflection


LO 3 & 4


End of course self-evaluation checklist


LO 3 & 4


Personal development plan (PDP) (suggested word count:


LO 3 & 4


Section 2: Written Tasks

(These written tasks should be developed throughout the semester but completed in weeks 9-11)


Academic writing [degree-specific focus related to The UK’s exit from The European Union] (900 words +/- 10%)


LO 1

9 & 10

Reflective writing: summary  (300 words +/- 10%)


LO 3 & 4




Academic skills

Skills that students need to develop in order to succeed at university. For example, students need to able to write a good paragraph or critically analyse a journal article.


It is a collection of student work that shows evidence of learning and progress in one or more areas. This collection “represents a personal investment on behalf of the student that is evident through the student’s participation in the selection of the contents….and self-reflection” (Gisselle and Martin-Kniep, 2000).

Learning outcome

Learning outcomes are goals that describe how a student will be different because of a learning experience (Suskie, 2009).

Practical tasks

Tasks acquired through practice or action, rather than theory.

Critical thought

Critical thinking is a mode of thinking in which the thinker improves the quality of his or her thinking by analysing, assessing, and reconstructing it.


Break an issue into its parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate to one another.


Investigate or examine by argument; debate; give reason for and against; examine the implications of the topic.


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